Assessment and Evaluation for Improved Student Learning

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Learning Goals Deepen understanding of the principles and policies outlined in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010). Increase awareness of the online resources available for implementation of the policy document in Ontario classrooms.

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Agenda

1. Making Connections 2. Seven Principles 3. Assessment For, As, Of 4. Assessment Practices 5. Walk through of Growing Success 6. Wrap-Up

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Effective assessment and evaluation result in improved student learning.

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What does “effective”

assessment and evaluation look

like?

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Clapping Activity

Art Critic Activity

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Keldavanpatten.com pablopicasso.org

fineartportrait.com/sva_class_gallery.html Artist: Julia Gavrilova

mamalisa.com

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Seven Fundamental Principles To ensure that assessment, evaluation and reporting are valid and

reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

1. are fair, transparent and equitable for all students; 2. support all students, including those with special education

needs, those who are learning the language of instruction, and those who are First Nation, Métis or Inuit;

3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;

4. are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;

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Fundamental Principles cont. 5. are on-going, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of learning; 6. provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement; 7. develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

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Thinking through our experiences Red light I don’t know/do this or I don’t understand this. Yellow light I know/do this sometimes or I’m not quite sure. I have some questions. Green light I know/do this or I’ve got it. The complete self-assessment can be found at the Edugains site:

http://www.edugains.ca/newsite/aer2/chapter1/fpteachersselfassessment1.html

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1.To ensure validity and reliability, I plan assessment and evaluation collaboratively with colleagues teaching the same course/grade. 2. My assessments and evaluation provide all students multiple opportunities to demonstrate the full range of their learning and include a variety of strategies to address students’ learning needs, learning styles and preferences, and interests. 3. I share and clarify learning goals, based on overall and specific expectations, and co-construct success criteria with my students so we have a common understanding of what they will be learning and what good work looks like. 4. I provide students with descriptive feedback linked to clear success criteria, which allows them to reflect and critically analyse their work. 5. I use the gradual release of responsibility and/or scaffolding of learning goals to develop students’ abilities as independent learners.

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Watch the clip from the Webcast “Rethinking Classroom Assessment with Purpose in Mind”. Consider “assessment for, as, and of learning” as you watch it.

Dr. Lorna Earl

The Three Purposes of Assessment

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Viewing Activity Assessment For Learning

Assessment As Learning

Assessment Of Learning

Who is responsible? What is the information used for?

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Lorna Earl Rethinking Classroom Assessment with Purpose in Mind http://www.edugains.ca/newsite/aer/aboutassessment.html

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Assessment For Learning As Learning Of Learning

•by teachers •to determine what to do next instructionally (strategies, differentiation) •to provide descriptive feedback to students (what they are doing well, what needs improvement and how to improve)

•by student •to determine what to do next in my learning (e.g. strategy, focus) •to provide descriptive feedback to peers and self (peer and self assessment) •goal is to become reflective, self-monitoring learner

•by teacher •to determine student’s level of achievement of overall expectations at a given point in time •as evidence to support professional judgment

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Learning Goals

Success Criteria

Descriptive Feedback

Peer- and Self-Assessment

Individual Goal Setting

Gathering Inform

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Growing Success p. 33-35

http://www.edugains.ca/newsite/aer2/aervideo/learninggoals.html 22

Base decisions on informed professional judgment.

Ministry of Education Policy

Research literature

Experience from implementation

Collaboration with others

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Growing Success Walk-Through

1. Seven Fundamental Principles 2. Learning Skills & Work Habits 3. Performance Standards- The Achievement Chart 4. Assessment for Learning and as Learning 5. Evaluation 6. Reporting Student Achievement 7. Students with Special Education Needs 8. English Language Learners 9. E-Learning 10. Credit Recovery

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Kindergarten

Kindergarten: Assessment, Evaluation and Reporting Full-day kindergarten is available for all of Ontario's four- and five-year-olds. Assessment Evaluation and Reporting Policy for Kindergarten will be known as Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools: Kindergarten Addendum. The Kindergarten Addendum will be released with the finalized program document: The Kindergarten Program.

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Kindergarten

The templates for reporting student learning in Kindergarten will be known as the Kindergarten Communication of Learning (Initial Observations) and the Kindergarten Communication of Learning. The policy and the templates will be introduced to boards during the 2014-15 school year. Mandatory implementation is scheduled for September 2015.

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“Assessment plays a critical role in teaching and learning and should have as its goal the development of students as independent and autonomous learners.” Growing Success p. 29

Parting Thoughts

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When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success.

Parting Thoughts

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Assessment Resources available at AER on the

EduGAINS site and sent as zipfiles to your contact email

by Building Futures

Resources

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Resources

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Resources

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Resources

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Resources

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Resources

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Resources PREPARING FOR SEPTEMBER

A readiness inventory

Preparation Strategies

How can I prepare myself to address issues of assessment, evaluation & reporting? 1. Learn the terminology and concepts. 2. Be conversant with the relevant provincial policies. 3. Examine current professional literature. 4. A starting point for steps 1, 2 and 3: Use the resource package on Assessment & Evaluation

for Improved Student Learning provided to you through Building Futures. 5. Look for opportunities to observe these policies and practices being put into action. 6. Look for opportunities to put these policies and practices into action during your practicum

placements. 7. Reflect upon and plan how you would incorporate these policies and concepts into your own

classroom and lessons.

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